Story Transcript
CONSEJERÍA DE EDUCACIÓN
Dirección General de Participación e Innovación Educativa
Identificación del material AICLE TÍTULO
Classical Music
NIVEL LINGÜÍSTICO SEGÚN MCER
A2.1
IDIOMA
Inglés
ÁREA / MATERIA
Música
NÚCLEO TEMÁTICO
Historia de la Música
GUIÓN TEMÁTICO
La unidad pretende introducir al alumnado en el conocimiento de la música del clasicismo, trabajando sus características principales, los géneros vocales e instrumentales de la época y los compositores más destacados.
FORMATO
Material didáctico en formato PDF
CORRESPONDENCIA CURRICULAR
2º de Educación Secundaria
AUTORÍA
Almudena Viéitez Roldán
TEMPORALIZACIÓN APROXIMADA
6 sesiones.
COMPETENCIAS BÁSICAS
Competencia lingüística: - Adquisición de vocabulario - Elaborar y formular preguntas al compañero - Discusión y puesta en común en voz alta de aspectos concretos del tema - Elaboración de textos - Lectura comprensiva - Fomento de las destrezas orales Competencia cultural y artística: - Conocimiento de música de otras épocas, inculcando una actitud de respeto hacia la misma Competencia para aprender a aprender: - Extraer características a partir de audiciones - Extraer información de textos y ordenarla cronológicamente - Establecer similitudes y diferencias entre diversos tipos de obras
OBSERVACIONES
Se recomienda completar la unidad con la interpretación vocal o instrumental de alguna pieza de música del clasicismo; también sería recomendable el visionado de un fragmento de alguna ópera clásica.
Material AICLE. 2º de ESO:
Classical Music
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Tabla de programación AICLE OBJETIVOS
- Comprender y expresarse en una o más lenguas extranjeras de manera apropiada - Conocer, valorar y respetar los aspectos básicos de la cultura y la historia propias y de los demás, así como el patrimonio artístico y cultural - Apreciar la creación artística y comprender el lenguaje de las distintas manifestaciones artísticas, utilizando diversos medios de expresión y representación
CONTENIDOS DE CURSO / CICLO
Bloque 4: La música en la cultura y en la sociedad. Conocimiento de las manifestaciones musicales más significativas del patrimonio cultural occidental y de otras partes del mundo.
TEMA
- Música del Clasicismo - Características de la música del Clasicismo - Música vocal del Clasicismo: la ópera cómica - Música instrumental: estructuras musicales, formas instrumentales: sinfonía, sonata y concierto - Compositores del Clasicismo: Mozart y Beethoven
MODELOS DISCURSIVOS
- Referir hechos de un período histórico - Inquirir sobre datos históricos - Describir rasgos de piezas musicales - Identificar palabras e imágenes - Clasificar audiciones según sus características - Identificar términos musicales a través de sus definiciones
TAREAS
- Tablas de características - Audiciones de música del clasicismo FUNCIONES: - Expresar opiniones - Expresar contrastes - Secuenciar información en el pasado
CONTENIDOS LINGÜÍSTICOS
CRITERIOS DE EVALUACIÓN
4
ESTRUCTURAS: was performed, was used, was composed he used to…
LÉXICO: balanced, imbalanced, clarity, regular, equality, sudden, Classical, ornamented, Neoclassicism, symmetric, simple, clear, uniformity, gradually, court, wealth, comic, libretto, technique requirements, spread, resembled, operatic, buffa, intermezzi, rondo, variations, sonata, ternary, exposition, development, recapitulation, symphony, communal grave, debts, buried, deaf, childhood. - Reconoce las principales características de la música del clasicismo - Diferencia la música del Clasicismo de la de la época barroca - Identifica las diferentes partes de una sinfonía - Conoce los datos más relevantes de los principales compositores del clasicismo - Conoce el vocabulario específico relativo a la música del Clasicismo - Conoce la evolución que sufrió la orquesta en el clasicismo
Material AICLE. 2º de ESO:
Classical Music
CONTENTS 1. Introduction 2. Classical music 2.1. Vocal music 2.2. Instrumental music 2.3. Classical composers 3. Review activity 4. Project
Material AICLE. 2º de ESO:
Classical Music
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1. INTRODUCTION 1. Work in pairs. Look at the following pairs of images. They show the same objects but there are many differences between them. Talk about these differences with a partner. Use comparatives (more ….., less ……, -er), as in the example. Example: Pair 1 are columns. In picture B the columns are simpler than in picture A. Pair 1
Pair 2 B
A
Pair 3
Pair 4 B
A
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B
A
Material AICLE. 2º de ESO:
A
Classical Music
B
2. Organize the following words in pairs of opposites. Write the pairs in the parchment below.
Material AICLE. 2º de ESO:
Classical Music
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3. Compare your answers with your partner. Ask him/her the opposite of some words, as in the example:
Example: What’s the opposite of ………..?
2. CLASSICAL MUSIC 1. Which words/ideas do you associate with the word “classical” (in general and related to music)? Write your ideas in this mind map. You may need to add some arrows.
classical
2. Compare your ideas in groups of three. Explain your mind map to the rest of your group.
Expressions to use: To me, classical means…… because…. It also involves…. I agree with you in that …… I see your point, but I don’t think that…..
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Material AICLE. 2º de ESO:
Classical Music
3. (In the same groups). Is there a difference between “classical music” and “Classical music”? Discuss. Write your conclusions in this table.
CONCLUSIONS classical music
Classical music
2. Read the following text about the Classical era and Classical music, and underline the main ideas. Then, complete the chart with a list of the ideas you underlined.
Classical music is the music composed during the Classical era (1750-1820 approximately). This period involved a dramatic change from the Baroque era. Arts in general moved away from the ornamented and complicated features of the Baroque to a simpler and clearer style. Classical architecture was inspired by ancient Greek and Roman art, creating the Neoclassicism movement. Music imitated the architectural style in that it used balanced and symmetric structures, and simple, clear, and regular melodic phrases. The music was more uniform than Baroque music. New instruments were added to the symphony orchestra.
Classical period and Classical music
Material AICLE. 2º de ESO:
Classical Music
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3. What is the main difference between Classical music and Baroque music?
Answer: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
4. Work with your partner. Here are some sentences which describe features of Baroque music and Classical music. Cut the sentences up with a pair of scissors and organize them into two groups (the “Baroques” and the “Classicals”). (You can write B or C beside each sentence if you don’t have scissors).
Music used simple melodies Music used basso continuo texture (a melodic part with an accompaniment of chords played by a keyboard instrument) There is a new instrument – the harpsichord – which provides the harmonies Changes in dynamics happened gradually throughout the musical pieces Music was performed by an orchestra based on string instruments Opera was born The symphony orchestra includes new instruments such as clarinets and bassoons There is a lot of contrast in dynamics throughout the musical pieces The organ was very popular The character of the music is the same throughout the piece
Music used ornamented melodic parts – this means that the melody was not simple but “decorated” with many notes Changes in dynamics happened suddenly throughout the pieces Music followed clear and balanced structures The main composers were Vivaldi, Handel and Bach The main composers were Mozart and Beethoven
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Material AICLE. 2º de ESO:
Classical Music
2.1. VOCAL MUSIC 1. Match the words on the left with the definition on the right. - courts - Baroque - dramatic - wealth - Classical - compositional styles - artificial - comic - acts - libretto - technical requirements - spread - resembled - operatic
- unnatural - the text of an opera - the place where kings and queens live - with lots of action/emotion - related to opera - specific needs of a field - 1750-1820 - parts in which operas are divided, (usually three) - funny - extend - be similar - the personal way that composers create their work - 1600-1750 - riches
2. You are going to hear a text about vocal music during the Classical era. Fill in the gaps with words from the previous activity.
At the end of the ……………… era, operas were spectacular, ………………. shows performed in ……………. to demonstrate royal and aristocratic power and ………….. In the ………………. period composers decided to change their ……………………………………. to make serious opera less artificial. The composer who started this reform was Gluck. Meanwhile, the lower social classes had their own musical theatre, with …………. scenes between ………... These scenes, called intermezzi, developed into a new form of opera: the comic opera, also named opera buffa. It involved a comic …………….., and less ……………………………………. for singers. This new style ……………… over Europe very soon, adopting different names and forms in different countries. Mozart and Rossini composed buffa. Religious music ……………….. operatic music. In fact, most of the composers who wrote church music were also opera composers.
Material AICLE. 2º de ESO:
Classical Music
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2. Write four TRUE/FALSE questions based on the text. Give your questions to a partner, and answer their questions.
1. 2. 3. 4.
2.2. INSTRUMENTAL MUSIC
Instrumental pieces followed certain structures in the Classical era.
Listen carefully. You are going to hear about different forms of music. Write down the plan of each form: use capital letters for the different themes (A, B, C,…); numbers for theme variations (A1, A2, A3,…); and pictures for certain sections (eg. bridge: ) RONDO FORM THEME AND VARIATIONS TERNARY FORM SONATA FORM
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EXPOSITION DEVELOPMENT RECAPITULATION
Material AICLE. 2º de ESO:
Classical Music
2. You are going to listen to an example of each form. Work in groups of three. Complete the table below. Use the plan you copied for each form in the previous exercise while listening to the music. Talk to your partners. Does the piece match the plan or is there any variation? Write down the plan for each piece.
TITLE
COMPOSER
FORM NAME
FORM PLAN
PIECE 1 PIECE 2 PIECE 3 PIECE 4
Apart from short, single movement instrumental pieces, the main instrumental composition was the symphony. These were composed for a symphonic orchestra and divided into four movements, following a predetermined structure.
Material AICLE. 2º de ESO:
Classical Music
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3. Work in groups of four. Each student will read ONE of the following texts, and complete their part in the chart below. Then, share your information with the rest of your group, explaining your text while they make notes about the main information.
SYMPHONY TEXT 1: first movement The first movement has a fast tempo. It is usually written in sonata form which has three sections – the exposition, the development and the recapitulation. TEXT 2: second movement The second movement has a slow tempo. Composers used different forms, but the most popular were the ternary form and the theme and variations. TEXT 3: third movement The third movement can have either a fast or a slow tempo. It often follows a ternary structure (minuet-trio-minuet) TEXT 4: fourth movement The fourth movement has a fast tempo. It used different forms, including the sonata form or the rondo form.
MOVEMENT
FIRST
SECOND
THIRD
TEMPO FORMS
The sonata and the concerto were also
popular. They followed the same structure as the symphony, but sonatas were composed for one, two or three instruments, while concertos were composed for a symphony orchestra with a soloist.
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Material AICLE. 2º de ESO:
Classical Music
FOURTH
4. Work in pairs. Listen to three pieces of music. What type of piece is each? (Sonata, concerto or symphony?) Your teacher will tell you the composer and the title.
TYPE OF PIECE
COMPOSER
TITLE
PIECE 1 PIECE 2 PIECE 3
The orchestra started to change during the 18th century. New instruments were introduced.
Material AICLE. 2º de ESO:
Classical Music
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5. Listen to a text about the orchestra in the Classical period. Work in pairs. One of you has to make notes about the strings and the brass section, while the other concentrates on the woodwind and percussion sections. Then share your information with your partner, and complete the chart.
STRINGS
WOODWIND
BRASS
PERCUSSION
2.3. CLASSICAL COMPOSERS
W. A. Mozart
L. van Beethoven
Mozart and Beethoven were composers in the Classical period. Check what you already know about them and learn something new about their lives.
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Material AICLE. 2º de ESO:
Classical Music
1. Work alone. Choose one of these two composers. On small pieces of paper, write down anything you know about your composer – his nationality, his date of birth and death, his works, etc.
2. Form groups of three/four students with the same composer. Share your notes. Eliminate the repeated ones. Now your teacher will give you a separate sheet with information about Mozart or Beethoven. Cross out the sentences which provide information you already have.
3. Now, order the information chronologically and develop a biography of your composer. Once you have your biography, compare it with the other groups with same composer. Add the pieces of information that you didn’t have in your biography. Structures to use:
….. was born in… When he was a child….. He composed….. One of his most famous compositions is …… At the end of his life…… -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ _______________________________________________ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ _______________________________________________ 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-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ _______________________________________________ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Material AICLE. 2º de ESO: Classical Music -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐
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4. Now, work in two big groups, one formed of students who did Mozart and the other with the ones who did Beethoven. Design a poster with the biography of each composer. Write short sentences, one sentence each student. Use different colors and make your poster attractive. You can stick pictures on it. We will display the posters in the music room.
3. REVIEW ACTIVITIES 1. Labyrinth. At every number, answer the question and turn left/right according to your answer (the questions are on the next page). If you get the questions right, you will finish at the name of a Classical composer. Otherwise, you will end up in a composer of another period!!
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Material AICLE. 2º de ESO:
Classical Music
Sonata (turn left)
1) A musical form with three parts: exposition, development and recapitulation.
Rondo (turn right) Viena (turn left)
2) Place where Mozart was born. Salzburg (turn right)
French horn (turn left)
3) Instrument in the woodwind section of the orchestra.
Clarinet (turn right)
Symphonic (turn left) 4) Name of comic opera. Buffa (turn right)
Use the link below to see if your final composer was from the Classical period. If it is not a Classical composer, start the entire journey over again. When you get a Classical composer, find out about his contribution to the Classical period. http://www.notablebiographies.com/
Material AICLE. 2º de ESO:
Classical Music
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2. Walk around the class, and see who can answer the following questions (try to find a different person for each question). Write down the answer and the name of the student who answered it. Find someone who… 1) knows the name of Beethoven’s only opera ………………………………………………………………………… 2) can explain the structure of a rondo ………………………………………………………………………… 3) knows who composed “The Magic Flute” ………………………………………………………………………… 4) knows the difference between a symphony and a concerto ………………………………………………………………………… 5) can name two opera buffa composers ………………………………………………………………………… 6) can explain the main differences between Baroque and Classical music ………………………………………………………………………… 7) knows about changes to the orchestra during the Classical era ………………………………………………………………………… 8) can name three Classical composers of the Classical period …………………………………………………………………………
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Material AICLE. 2º de ESO:
Classical Music
4. PROJECT
In the Classical era, composers began to write compositions for public concerts. However, most of them still worked as court musicians. This involved being employed by royalty or emperors and composing pieces that they would like.
Work in groups. Choose one of the countries below (each group is going to work with a different country). Find out about your country in the Classical era. Make sure you look for: - where the court was - kings/queens/emperors in power - where they lived - musicians that worked in the court during that period
COUNTRIES Kingdom of Spain Kingdom of Prussia Empire of Austria Kingdom of France United Kingdom of Great Britain
Now, create a power point presentation with the information you found, including pictures. Decide who is going to explain each slide, and show your presentation to the rest of the class.
Material AICLE. 2º de ESO:
Classical Music
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AFTER THIS UNIT….
I CAN...
I KNOW...
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Distinguish between Baroque and Classical music
YES
NO
NOT YET
Identify the different parts in a musical piece and recognize the structure it follows
YES
NO
NOT YET
Classify a Classical musical piece in its appropriate genre
YES
NO
NOT YET
Identify the main structural forms of a piece of Classical music
YES
NO
NOT YET
Extract information from texts
YES
NO
NOT YET
Communicate in English to do group activities
YES
NO
NOT YET
The main features of Classical music
YES
NO
NOT YET
How opera developed in the Classical period
YES
NO
NOT YET
What the different movements of a symphony are like
YES
NO
NOT YET
Some of the most famous Classical musical pieces
YES
NO
NOT YET
The difference between sonata form and a musical piece called a sonata
YES
NO
NOT YET
The instruments that perform a symphony, a sonata and a concerto
YES
NO
NOT YET
Material AICLE. 2º de ESO:
Classical Music